Developmentally Appropriate Spaces for Child Care
by Lorraine E. Maxwell, Ph.D.
Associate Professor
Department. of Design and Environmental Analysis,
Cornell University
Ithaca, NY
M
any people working in childcare are familiar with the term "developmentally appropriate practice." The National Association for the Education of Young Children encourages those who care for and work with young children to provide programs for that are not only age-appropriate but that meet the developmental needs of children. What is "normal" or "typical" development is on a continuum.A less familiar term perhaps is "developmentally appropriate spaces." Although the spaces that are used for childcare should support the program, sometimes it takes special effort and planning to make sure that the spaces are meeting the developmental needs of all children.
What is meant by a developmentally appropriate space? Here is an example. Children who are beginning to crawl need places and objects to explore in order to encourage them to practice motor skills and thinking. A space that is open yet protected from hazards with child-height mirrors, a few cushions for relaxing, soft structures for climbing or tumbling, and toys that respond to a child's exploration would be appropriate for toddlers who are crawling. Such a space, however, would not meet the needs of children who are ready to begin to learn to read and have more sophisticated motor skills.
What happens when a space is not developmentally appropriate? In some cases the space may not be safe. In other instances if the space is not appropriate some children become bored or others may not be able to participate. If a climbing structure is too easy for four- and five-year-olds they may use it in ways that are inappropriate. If a child with a cognitive delay is placed in a setting where all of the dress-up clothes are in a box, she may not realize the possibilities for play. Pegs on a wall with all clothes hung separately and visible may spark this child's interest and ability to participate in the dramatic play.
Creating childcare spaces to be developmentally appropriate can be done with some forethought and planning.
1. Assess each child's skills and abilities by observing the child and talking with parents. It is not enough to just know the child's age.
2. Based on the group of children you will work with, prepare developmental goals for your program. A good childcare program should be well-rounded in terms of child development, but depending upon the needs of your particular group of children, some skills may require special attention.
3. Once you know your goals, think about the activities that will address those goals. For example, if symbolic thought is one of your goals choose activities that will help children develop this ability (i.e., dramatic play, construction, books and tapes).
4. Now that you know the kinds of things you want to make available for children plan the physical environment so that it will support the activities and children's needs. If you have children who are in diapers but can walk, providing a way for them to step up to a changing table can address developmental goals of self-esteem and autonomy.
The physical environment of your childcare program gives messages to children. It is never just a neutral backdrop to your program. The physical environment is another teacher so use your space to help children reach their developmental goals.